Effect of project-based learning: learners’ conceptualization and achievement in science education

Abstract

Over the past decades, academic interests in teaching and learning approaches emerged alongside the modernization discourse of the education sector. Since then, a paradigm shift from consideration of education as art to science is observed. Although project-based learning approach seems important in enhancing the overall academic achievement of learners, a willingness of teachers to implement it, remains critical and its implication in science education became an integral matter of serious concern. The current study used a quasi-experimental design to determine the effect of the project-based learning approach (PBLA) on the academic achievement of learners in science education in Rwanda. This article provides an insight into how educators consider the use of some specific teaching approaches relevant in the 21st century and articulates the advantages of PBLA. The null hypothesis was rejected based on the results obtained as the p-value was less than 0.05 (p<0.05). Though some participants demonstrated a strong confusion about the role of the project-based learning approach, the current study exposed unparalleled benefits linked to the proper design and implementation of PBL in the teaching and learning process. There is a positive effect in overall academic performance of learners in science subject when PBL is properly designed and integrated into teaching and learning processes.